Shaun Morgan & Corey McKean PE 3310 Presentation Date: Dr. Lynn Johnson

 Developed by Daryl Seidentop in the 1980’s (Lund & Tannehill, 2010, p. 298)  Can be used in both elementary and secondary levels (Lund & Tannehill, 2010, p. 299)  Can expand from traditional sports and include fitness, gymnastics, dance, etc. (Lund & Tannehill, 2010, p )  Good for low-skilled, high-skilled, or “at risk” students” (Lund & Tannehill, 2010, p. 299)

 “Competency in Sport” (Lund & Tannehill, 2010, p. 299)  “Literacy in Sport” (Lund & Tannehill, 2010, p. 300)  “Enthusiastic in Sport” (Lund & Tannehill, 2010, p. 300)

1) “Develop techniques and fitness specific to particular sports” (NASPE 1&3) (Lund & Tannehill, 2010, p. 301) 2) “Appreciate and be able to execute strategic play specific to particular sports” (NASPE 1&2) (Lund & Tannehill, 2010, p. 301) 3) “Participate in game contexts appropriate to their stage of development” (NASPE 1&3) (Lund & Tannehill, 2010, p. 301). 4) “Work effectively within a group toward common goals” (NASPE 5) (Lund & Tannehill, 2010, p. 301). 5) “Develop and apply knowledge about officiating/refereeing and scorekeeping” (NASPE 2&5) (Lund & Tannehill, 2010, p. 301).

6) “Provide responsible Leadership” (NASPE 5) (Lund & Tannehill, 2010, p. 301) 7) “Develop capacity to make reasoned decisions about sport issues” (NASPE 5) (Lund & Tannehill, 2010, p. 301) 8) “Share in the planning and administration of sport experiences” (NASPE 5) (Lund & Tannehill, 2010, p. 301) 9) “Appreciate the rituals and conventions that give sports their unique meanings” (NASPE 6) (Lund & Tannehill, 2010, p. 301) 10) “Decide to voluntarily become involved in sport beyond school” (NASPE 6) (Lund & Tannehill, 2010, p. 301)

 Much more exposure to rules, strategies, skills and culture of a sport (Bulger, Mohr, Rairigh & Townsend, 2007, p. 4).  Stronger, more in-depth skill and tactical development (Bulger, Mohr, Rairigh & Townsend, 2007, p. 4).  All students experience all roles (Bulger, Mohr, Rairigh & Townsend, 2007, p. 4).  More authentic skill instruction and practice (Bulger, Mohr, Rairigh & Townsend, 2007, p. 4).  More authentic game play and assessment (Bulger, Mohr, Rairigh & Townsend, 2007, p. 4).  Higher motivation for students to become involved and engaged (Bulger, Mohr, Rairigh & Townsend, 2007, p. 4).

 Participation requirements  Developmentally appropriate game formats  Roles beyond that of a player “Participation Requirements” (Lund & Tannehill, 2010, p. 310). “Developmentally Appropriate Game Formats” (Lund & Tannehill, 2010, p. 310). “Roles Beyond that of a Player” (Lund & Tannehill, 2010, p. 310).

 Seasons  Affiliation  Formal competition  Keeping records  Culminating event  Festivity (Bulger, Mohr, Rairigh & Townsend, 2007, p.4)

 NY NY Video Time (1:10 – 3:20)

 As Peter Hastie (1998) stated best, “For students, the benefits of sport education participation include an increased investment in physical education, an increased level of learning in games units, and increased opportunities for potentially marginalized students.”

 Greater depth of coverage of content (Siedentop,2004, p. 17)  Offer students authentic learning opportunities  Increase the chance of students learning the subject matter more completely  Make experiences more important and relevant  Expanded set of content goals (Siedentop,2004, p. 17)

 Mix of Discipline Mastery and Self – Actualization  “Be all you can be” (Ennis)  Emphasis on responsibility and goal setting (Ennis)  Students demonstrate basic movement, skills, and concepts – then apply in more complex and realistic applications (Ennis)

 “Students learn the various roles, techniques, and tactics necessary for participation to be successful” (Siedentop, 2004, p.28)  Students learn personal and social responsibility  Develop game sense  Develop knowledgeable game players

 Having students learn the roles outside of a player/performer  Students take an active part in the organization and development of a season  Shifting the roles of teacher and student

 Broken up into seasons (Siedentop, 2004, p. 107).  Fall  Early Winter  Late Winter  Spring  Selection of Sport or Activity(Siedentop, 2004, p. 107).  Space and Equipment(Siedentop, 2004, p. 107).  Length of Season(Siedentop, 2004, p. 107).  Teams(Siedentop, 2004, p. 107).  Team Roles(Siedentop, 2004, p. 107).  Support for Learning Roles  (Siedentop, 2004, p. 107).  Team Identity (Siedentop, 2004, p. 107).  Duty Team Responsibilities and Equipment needs (Siedentop, 2004, p. 107).  Content Development (Siedentop, 2004, p. 107).  Instructional Support (Siedentop, 2004, p. 107).  Entry Activity (Siedentop, 2004, p. 107).  Fair Play (Siedentop, 2004, p. 107).  Culminating Event(Siedentop, 2004, p. 107).  Assessment Protocols(Siedentop, 2004, p. 107).  Seasonal Championship(Siedentop, 2004, p. 107).

Benefits  “Students experience more authentic and complete learning experiences that reflect the context of sport as experienced beyond school “(Lund & Tannehill, 2010, p. 299).  “Increased investment in Physical Education” (Lund & Tannehill, 2010, p. 312).  “Increased level of learning in games units” (Lund & Tannehill, 2010, p. 312).  “Increased opportunities for potentially marginalized students” (Lund & Tannehill, 2010, p. 312). Limitations  Student involvement is a must to make Sport Education work  Competition is more meaningful which could potentially cause problems within the class

Benefits  “Aims to include all students”(Lund & Tannehill, 2010, p. 328).  Allows more time actively instructing the subject matter and assessing student progress  “Sport Education can be applied to non traditional activities as well” (Lund & Tannehill, 2010, p. 328).  Assessment can demonstrate program impact across the 3 learning domains  “When Sport Education is implemented correctly and faithfully, research base shows that students and teacher alike enjoy it. “(Lund & Tannehill, 2010, p. 328). Limitations  “Overcoming the inertia to begin “ (Lund & Tannehill, 2010, p. 328).  “Needed class management skills “ (Lund & Tannehill, 2010, p. 328).  “Teacher content knowledge “ (Lund & Tannehill, 2010, p. 328).  “Start small and build on previous seasons” ( Lund & Tannehill, 2010, p. 328).

 Longer seasons give teachers ample time to assess students  Assessments are authentic  “Assessment can demonstrate program impact across the 3 learning domains” (Siedentop, 2004, p. 107).  Assessments are aligned with goals and objectives  Multiple opportunities for students

Via quiz-flash-cards/

 Bulger, S., Mohr, D., Rairigh, R., & Townsend, J. S. (2007). Sport education seasons. (p. 4). Champaign, IL: Human Kinetics.  Ennis, C. (n.d.). Value orientations. Informally published manuscript, University of Maryland, College Park, MD.  Hastie, P. (1998). Applied benefits of the sport educationmodel. Journal of Physical Education, Recreation & Dance, 69, Retrieved from  Lund, J., & Tannehill, D. (2010). Standards-based physical education curriculum development. (2 ed., pp ). Sudbury, MA: Jones and Bartlett Publishers.  Siedentop, D., Hastie, P., & Mars, H. (2004). Complete guide to sport education. (pp ). United States of America: Human Kinetics.